This document discusses the key roles and responsibilities of educational leaders. It covers six main areas: 1) vision and goal setting, where leaders facilitate development and implementation of a shared vision and goals to improve student achievement; 2) instructional practice and professional development, where leaders oversee curriculum, instruction, assessment, teacher performance and evaluation, and facilitate professional learning; 3) learning environment and culture, where leaders develop an instructional climate that promotes engagement and achievement; 4) relationships and partnerships, where leaders build connections with families and communities; 5) strategic resourcing, where leaders secure and allocate resources to meet student and community needs; and 6) references used in the document.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
An overview Instructional Leadership, Educator Effectiveness and the Teacher-Principal Partnership.
Discover best practices and staff development tools with this in-depth brief on SB-191 implementation
Highlights
• The importance of Instructional Leadership
• Understanding the rubric
• Making the shift
• The teacher-principal partnership
• Developing teacher leaders
• Fostering talent
• Peer practices
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Similar to Education Leadership Model 2013 (Middle Yrs Grp) (20)
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. O Andree Goodyer
O Sandra Hayward
O Stephanie Shaw
O Arapine Walker
O Ruth Lyden
O John Rutherford
3. Leadership in Education is:
Educational Leaders are committed and dedicated to
positively influencing the learning and achievement for
all students (Cardno, 2012)
4.
5. VISION & GOAL SETTING
One of the key activities of educational leadership is to facilitate the
development and implementation of a shared vision from which comes clear
expectations and goals to improve student achievement (Bush, 2011).
“This dimension is about the exercise of leadership through the setting and
communicating of goals for teacher and student learning (Robinson, Hohepa &
Lloyd, 2009, p. 40).”
“Leadership needs to be proactively directed towards a common goal of
establishing the school as a high-performing institution where high levels of
student achievement and learning are normalized (Bishop, 2011, p. 29).”
“Defining the school’s mission is, then a dynamic process requiring cooperation
to construct a workable vision and reflexive thinking to keep the mission clear
and honest (Weber, 1996 p. 260).”
6. INSTRUCTIONAL PRACTICE &
PROFESSIONAL DEVELOPMENT
The effective implementation of the curriculum by teachers
through teaching and learning programmes is the clearest
way of realising the school’s mission (Weber, 1996). The
effective school leader must be involved with teachers in
ensuring quality learning for all students. Educational
leaders are accountable for planning, coordinating and
evaluating teaching and teaching programmes.
7. INSTRUCTIONAL PRACTICE &
PROFESSIONAL DEVELOPMENT
Educational leader’s role includes overseeing:
Curriculum, Instruction and Assessment
Ensuring curriculum programming is linked and aligned with classroom instructional programmes.
(Weber, 1996) and “Student progress is monitored and assessment results used to improve
teaching.” (Robinson et. al., 2009, p. 42).
Teacher Performance and Evaluation
“Effective principals work relentlessly to improve achievement by focussing on the quality of
instruction.” (The WallaceFoundation, 2012, p. 10). They have high expectations and encourage
and support teachers to “practice their profession in an exemplary way (pushing for continuous
improvement)” (Sergiovanni, as cited in Weber, 1996, p. 254).
Educational leaders through direct or indirect (Cardno, 2012, p. 25) means, have “involvement in
the support and evaluation of teaching through regular classroom visits and provision of formative
and summative feedback to teachers...oversight of curriculum through school-wide coordination
across classes and year levels and alignment to school goals.” (Robinson et. al., 2008, p. 656).
The Wallace Foundation (2012), support this view stating, “...principals intent on promoting
growth in both students and adults spend time in classrooms (or that someone who’s qualified
does), observing and commenting on what’s working well and what is not.”,(Wallace Foundation,
2012, p. 11) they go on to identify they intensify their contact with teachers through, “on-going
and informal interactions with teachers”(ibid).
Weber (1996) suggests that the instructional leader needs to be able to indicate priorities, provide
support and advise for the improvement of class teaching and teaching programmes.
8. INSTRUCTIONAL PRACTICE &
PROFESSIONAL DEVELOPMENT
Facilitating opportunities for teachers to engage in formal and informal
professional learning. “This set of leadership practices has a very
educationally significant effect on student outcomes (Robinson,
Hohepa & Lloyd, 2009, p. 42). Making participation and even
leadership, accessible acknowledges that teacher’s contributions are
powerful in improving the instructional program (Weber, 1996, p. 263).
“Recent research suggests that providing teachers with time for
professional development can address the three problems cited so far:
burnout, a lack of fulfilling work, and the need for professional
collaboration (Weber, 1996, p. 270).”
“Associated with effective professional communities is a strong sense
of collective responsibility and accountability for student achievement
and well-being (Robinson, Hohepa & Lloyd, 2009, p. 42).”
9. LEARNING ENVIRONMENT:
CULTURE & TONE
One of the key functions of leading teaching and learning is developing
an instructional climate that promotes engagement in learning and
achievement (The Wallace Foundation, 2012). “Effective principals
ensure that their schools allow both adults and children to put learning
at the center of their daily activities (The Wallace Foundation, 2012,
p.6).”
Creating a learning centered community involves the creation of a safe,
orderly and systematic environment and ensuring that attitude of
teachers is positive, open, supportive receptive to learning. “The
attitudes that students form about academic learning come, at least in
part, from the adults in the school (Weber, 1996, p. 263). ”
10. RELATIONSHIPS & PARTNERSHIPS
Robinson, V., Hohepa, M & Lloyd, C. (2009) state: School leaders
need to build educationally powerful connections with families,
whanau, and communities through teaching … and school home
relationships. The role of leadership in making such connections is
most important and such connections can have large positive
effects on the academic and social outcomes of students.
Russell Bishop (2011) suggests that effective leadership aims to
engage parents, whanau and community in a way that addresses
their aspirations for the education of their children.
Ministry of Education (2008) states that principals enhance student
learning through strengthening partnerships and networks …
building strong relationships with key stakeholders: trustees,
parents, whanau and local organisations.
11. STRATEGIC RESOURCING
Today’s Educational Leaders have a wide and varied role. The elements of
Strategic Resourcing have become a large part of the day to day running of
any Educational Institution. Strategic resourcing infers that resources
(material, intellectual and human) are secured and allocated to meet the
needs of the school and the wider community. The organisational and
managerial responsibilities undertaken by Principals and senior leaders
influence students, their learning and their Whanau.
“To get the job done effective leaders need to make good use of the
resources at hand. They have to be good managers.”
(The Wallace Foundation, 2012, p.12)
“When identifying and obtaining resources, leaders in high-performing
schools:
-use clear criteria that are aligned to pedagogical and philosophical
purposes;
-ensure sustained funding for pedagogical priorities.”
(Robinson, Hohepa, & Lloyd, 2009, p.41)
12. REFERENCES
Bishop, R. (2011). How effective School Leaders reduce educational disparities. In J.Robertson & H.
Timperley (Eds.), Leadership and learning (pp. 27 – 40). London: Sage.
Cardno, C. (2012). Managing Effective Relationships in Education. London: Sage. Ministry of Education.
(2008).
Kiwi Leadership for Principals: Principals as Educational Leaders. Wellington: New Zealand Ministry of
Education.
Robinson, V., Hohepa, M. & Lloyd, C. (2009). School leadership and student outcomes: identifying what
works and why. Best Evidence Synthesis Iteration [BES]. Wellington: New Zealand Ministry of Education.
The Wallace Foundation (2012). The school principal as leader: Guiding schools to better teaching and
learning perspectives: The Wallace Foundation.
Weber, J. (1996). Leading the instructional programme. In S. C. S. P. K. Piele(Ed.), School Leadership:
Handbook for excellence (pp. 253-278). University of Origan: Clearinghouse on Educational Management.